Institutional identification and teaching quality in a private university in Peru

Tataje O.; Antonio F.; Retamozo M.; Noemi; Arana T.; Alfonso A.; Ramirez P.; Gisell J. · Revista de Ciencias Sociales (2022) · DOI: 10.31876/rcs.v28i.38149

Resumen

In order for a university to position itself as the best, it must have quality teachers who feel identified with their institution and can transmit this to their students. The objective of this article is to establish the correlation between institutional identification and teaching quality in a private university in Peru. The study is basic and correlational, with a non-experimental cross-sectional design, with a sample of 239 students of the master’s program at a private university in Peru, using the survey technique and the questionnaire instrument. The instrument was validated by means of expert judgment, which obtained a high level of reliability. The results established that institutional identification and teaching quality are directly related (Rho= 0.642) and highly significant (p < 0.001), thus the alternative hypothesis is accepted and the relationship is high. It is concluded that the existence of a considerable degree of institutional identification has a direct and significant relationship with categorical levels of teaching quality, favoring the effectiveness and efficiency of the program. Therefore, it is recommended to promote, disseminate and apply institutional identification to optimize management in educational development processes

Instituciones: Universidad Tecnológica del Perú; Universidad César Vallejo